Adventure Camp | Cundall Manor

Adventure Camp | Cundall Manor

Unique reference number (URN): 2830114 Address: Cundall Manor School, Cundall, YORK, YO61 2RW Type: Childcare on non-domestic premises Registered with Ofsted: 22/04/2025 Registers: EYR, CCR, VCR Registered person: Active Learning Childcare Services CIC

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Leaders set a high bar in terms of their expectations for children's behaviour and attitudes, which are excellent. They set a mandatory minimum attendance percentage to support funded children's engagement and wellbeing. Staff consistently create a positive environment that helps children to flourish and feel actively involved. Their skilful interactions and enticing activities sustains children's love of learning, engagement and focus superbly. Staff sensitively intervene to support children, who are struggling a little during activities. They encourage children to think about how they could make their paper necklace longer and how to use less glue on the turtle's limbs as they make a puppet. Unhurried activities give children ample time to explore their ideas. Staff use phrases, such as 'That's a really good try' and 'I love it', which fosters children's self-esteem and confidence.

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Behaviour, attitudes and establishing routines Strong standard

Staff encourage children to develop a sense of responsibility. They suggest having a little tidy up and remind children to remember to put the lids back on the felt-tip pens. Staff also plan 'Going Green' days, where children learn about recycling and caring for the environment. Children are highly sociable and staff provide expansive activities for children to play cooperatively. For example, leading up to the pirate party, children take turns to be the 'captain' during fun pirate-themed circle games. They instruct their peers to complete different actions and laughter fills the air. Staff are excellent role models, who instil kindness and a tolerance and respect for difference. They plan 'Around the World' themes, for example, where children experience more exotic cuisines and visitors teach children about historical cultural traditions, such as the use of body art, known as 'Henna'.

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Children's welfare and wellbeing Strong standard

Leaders have wide-ranging policies they expect staff to understand, including through health and safety workshops, and implement these to promote children's welfare and wellbeing. This begins with children's key person exchanging a whole host of information with families. This helps staff to find out about each child's uniqueness and develop first-class relationships with children to help them settle. Leaders' highly effective staffing arrangements and purposeful design of the 'Minis' camp programmes have the children's individual needs and interests in mind. For example, staff plan separate activities and care for children in the designated 'early years' room. This provides a calmer, quieter and safer space for children, which helps them to feel secure. Staff's expert engagement with children arises from their early years and teaching qualifications and experience. This has an extremely positive impact on the nurturing care that children receive and the unique

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Children's welfare and wellbeing Strong standard

Staff demonstrate, and teach children about, safe practices and living a healthy lifestyle. They remind children of the camp rules each morning and throughout the day, such as when they are eating and while walking to and taking part in exciting imaginative activities in the woodland area. There is also a designated 'bush craft' lead, who provides opportunities for children to learn about safety around campfires and during activities, such as whittling wood and foraging food. Staff plan activities such as making fruit smoothies and provide 'healthy eating' packs for parents and carers, to help instil early messages to children about maintaining their health and wellbeing. Government-funded holiday activity and food programmes, help leaders to tackle barriers to children's engagement and wellbeing.

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Inclusion Strong standard

Leaders show an excellent commitment to inclusive practice and ensure that families, who would ordinarily not be able to access holiday camps, have the opportunity to do so. Camp programmes are meticulously designed, with the different age groups and children's abilities in mind. This enables staff to successfully meet children's individual needs and reduce any barriers to children's engagement and wellbeing. Although there are currently no early years children on roll with special educational needs and/or disabilities (SEND), leaders have far- reaching strategies in place to support children. For example, a key priority by leaders has been to recruit an individual to coordinate the provision for these children. Their role includes supporting leaders to complete SEND assessments, reviewing all registration forms prior to each camp and creating risk assessments and individual support plans for children.

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Inclusion Strong standard

Leaders understand the importance of working closely with parents, carers and other professionals, using statutory documents to help inform their own comprehensive support plans, and accessing funding. Personalised activity programmes are built with inclusive practice in mind, such as creating safe, dark, sensory-themed enclosed spaces to help children to self-regulate.

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Inclusion Strong standard

Leaders have set up a company access fund. This provides an invaluable lifeline for families where other barriers to children's engagement and wellbeing exist, but do not meet the threshold for government-funded places. For example, a bereavement or illness. This has been well received by partner schools and other agencies, who leaders work superbly with. Part of the superior drive for leaders to tackle the lack of provision for children with SEND includes working in partnership with the local authority and private organisations, who campaign to ensure equality and fairness for all.

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Leadership and governance Strong standard

Leaders' oversight of the provision is exemplary. Their systems for reflecting on practice and driving this towards an exceptional level are limitless and inclusive. For example, each age group elects one of their peers each week to act as a representative, who shares feedback. Staff attend feedback workshops and complete questionnaires and digital feedback. Parents and carers can share their views through a suggestion box, parent ambassador meetings and surveys, for instance. Leaders continue to develop the company's bespoke internal operations app. This has strengthened many aspects of practice. This includes complementing the existing first-rate continued professional development of staff, which includes training workshops. Key staff take responsibility for expertly developing particular aspects of the holiday camps, such as operations, outdoor education, activity programme development and arts.

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Leadership and governance Strong standard

Leaders invest heavily in the staff team and support their wellbeing to a very high level, including through the designated welfare team holding meetings with staff. Leaders provide team-building weekend events and celebrates staff's achievements at the yearly awards event. Leaders undertake expansive monitoring and mentoring of staff, who have excellent opportunities to progress to management or leadership roles within the company. This boosts their morale, wellbeing and motivation.

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Leadership and governance Strong standard

Leaders develop highly successful partnerships with parents, carers and other professionals. Parents receive a wealth of information and leaders are developing the parent ambassador role and involvement of families, for example, through workshops and visits into camp to showcase what children do. Leaders work extremely closely with schools and other professionals to support a multi-agency approach, where children attend the alternative free places that the organisation offers.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children happily bound into the fun-filled holiday camp, where everyone is welcomed and included. As part of this, leaders provide funding, alongside taking part in government- funded programmes for families. This helps to remove barriers to children's engagement, wellbeing and attendance. Families are invited to share a wealth of information about their children before they start attending. This demonstrates that their contributions are valued. Rich activity programmes are meticulously planned. Consequently, children have vast opportunities to gain a wealth of new knowledge, skills and experiences, and positive attitudes that support successful learning and attendance in school. All families receive an enthusiastic greeting from highly qualified staff, which helps them to feel valued. Parents and carers describe staff as 'having a genuine passion for what they do'. Children show high levels of confidence and self-esteem, and they settle extremely quickly into their designated

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What it's like to be a child at this setting

play room, designed to meet their individual needs and promote their sense of security. Children have positive relationships with the nurturing staff and are extremely familiar with the meticulously planned daily routines that help them to feel happy and safe.

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What it's like to be a child at this setting

The abundance of activities based around the 'Under the Sea' theme, swiftly engages children on arrival and keep them engrossed. For example, children develop great imagination, hand–eye coordination and friendships as they engage in activities together. Children share their ideas with great animation while creating sea creatures, using wooden spoons for their puppet show. Children thoroughly enjoy staff's expert interactions. Staff encourage children to persevere, while sensitively intervening to prevent them from becoming frustrated. Children refer to the example artwork created by staff to spark children's ideas and guide them through different processes and techniques.

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What it's like to be a child at this setting

Children flourish and show immense pride as staff give high levels of praise and encourage children to display their artwork. This also helps children to feel a strong sense of belonging. Children play collaboratively during team-building games that develop their confidence in their physical skills. They solve problems together and express amazing imagination while excitedly designing and creating impressive mini-pirate ships using the natural items around them in the woodland area.

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Next steps

Leaders should continue to develop, implement and embed plans highlighted for development that will help to realise a transformational impact on children's engagement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

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Address:

Cundall Manor School Cundall YORK YO61 2RW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Active Learning Childcare Services CIC

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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4 to 13

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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